THIS PILOT RESEARCH CONSISTED OF EVALUATING CERTAIN ASPECTS OF THE PERSONALITIES OF ELEMENTARY STUDENT TEACHERS, AND OF EXPERIMENTALLY MANIPULATING FEEDBACK CONCERNING FINDINGS TO SUBJECTS AND THEIR SUPERVISORS TO DETERMINE WHETHER SUCH FEEDBACK INDUCED DIFFERENTIAL CHANGES IN (1) STUDENT TEACHER RELATIONSHIPS, (2) PERSONALITY REASSESSMENT, AND (3) WAYS SUPERVISORS WORKED WITH STUDENT TEACHERS. PERSONALITY ASSESSMENT TECHNIQUES WERE USED WITH A GROUP OF ABOUT 80 SENIOR STUDENTS IN ELEMENTARY EDUCATION, BOTH IN A PRESTUDENT TEACHING AND POST-STUDENT TEACHING CONTEXT. THE SUBJECTS WERE EVENLY DIVIDED INTO TWO EXPERIMENTAL GROUPS AND ONE CONTROL GROUP. FOR THE LATTER, PERSONALITY ASSESSMENT RESULTS WERE WITHHELD UNTIL AFTER STUDENT TEACHING WAS COMPLETED. RESULTS WERE PROMPTLY COMMUNICATED TO THE EXPERIMENTAL SUBJECTS, AND WITH RESPECT TO ONE-HALF OF THESE, THE RESULTS WERE COMMUNICATED TO THEIR SUPERVISORS. GENERALLY, EVIDENCE WAS FOUND TO SUGGEST THAT THE PROVISION OF PERSONALITY INFORMATION AND RECOMMENDATIONS TO STUDENT TEACHERS AND SUPERVISORS WAS USEFUL. MANY VARIABLES, HOWEVER, INTERVENED TO AFFECT WAYS IN WHICH THIS INFORMATION WAS UTILIZED AND, HENCE, ITS EFFECTIVENESS. (JH)